Research River I Introduction Programs such as Second Life enable learners to interact with each other in a way that traditional learning can not provide. Immersive learning simulations (ILS) have potential long term applications in both business and academics. Whether the use is for business of academics the topic of immersive learning simulations deserves to be examined and explored. Defining an immersive learning simulation The field of gaming education has come a long way from the early stages of simulation learning, games like The Oregon Trail or Reader Rabbit, allowed the learner to learn while completing a game and at the same time teaching multiple concepts like decision making and critical thinking. The saturation of the internet combined with improvements in the field of distance education has caused a shift away from the tradition learning framework to more of a constructivism learning theory. Constructivism can be applied to both to learning theory and to epistemology, both in how people acquire knowledge. Constructivism is the theory that states “people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.” (Constructivism as a Paradigm) The constructivism approach fits with immersive learning simulations because the emphasis is placed on the learner, rather than the teacher, to explore the environment and learn through those experiences. The constructivism paradigm does not mean that the role of a teacher is not active or that their subject matter expertise carries less of an impact or value; it allows the teacher to help the learner construct their own knowledge base instead of the more traditional approach of recitation of facts. This approach can transform the student from a passive learner, only accepting the knowledge or lecture, to an active learner, one that acquires their own knowledge and builds on their own set of conclusions and tests. “Students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions. They become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings.” (Constructivism as a Paradigm) The grid pictured below outlines some of the contrasts between the objectivist and constructivist approaches to teaching and learning.
Objectivist View
Constructivist View
Knowledge exists outside of individuals and can be transferred from teachers to students.
Knowledge has personal meaning. It is created by individual students
Students learn what they hear and what they read. If a teacher explains abstract concepts well, students will learn those concepts.
Learners construct their own knowledge by looking for meaning and order; they interpret what they hear, read, and see based on their previous learning and habits. Students who do not have appropriate backgrounds will be unable to accurately “hear” or “see” what is before them
Learning is successful when students can repeat what was taught.
Learning is successful when students can demonstrate conceptual understanding.
Byrnes (1996) and Arseneau and Rodenburg (1998) Advantages and disadvantages of immersive learning simulations Immersive learning simulations can have many advantages as well as some disadvantages. According to Cantoni, Cellario and Porta some of the advantages to e-learning are; it is usually less expensive to deliver, it is self-paced (usually, e-learning courses can be taken when they are necessary), it is faster (learners can skip material they already know), it provides consistent content (while in traditional learning different teachers may teach different material about the same subject), it works from anywhere and anytime (e-learners can take training sessions when they want), it can be updated easily and quickly (online e-learning sessions are especially easy to keep up-to-date because the updated materials are simply uploaded to a server), it can lead to an increased retention and a stronger grasp on the subject (because of the many elements that are combined in e-learning to reinforce the message, such as video, audio, quizzes, interaction, etc.), it can be easily managed for large groups of students. Some of the disadvantages and risks to e-learning are; it may cost more to develop, it requires new skills in content producers, and still has to clearly demonstrate a return on investment. Additionally, related technology may be intimidating, confusing or simply frustrating, lacking part of the informal social interaction and face-to-face contact of traditional classroom training. Enabling technology might also be costly, especially in case of advanced visually-rich content. Moreover, e-learning requires more responsibility and self-discipline for the learner to keep up with a more free and unconstrained learning process and schedule. Focus on collaborative learning Research shows that development of a sense of community among individuals in a computer supported collaborative learning (CSCL) environment improves learning outcomes in such environments (Kreijins, Kirschner, & Jochems, 2003). Collaborative learning can be defined as an instructional method in which students work in groups toward a common academic goal.(Anuradha A. Gokhale ) According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. Through the lens of a constructivists, collaborative learning enhances not simply taking in new knowledge but working with groups to construct their own ideas, information and knowledge. Conclusion There are many more areas of research that can be explored through immersive learning simulations and its applications. The shift from traditional teaching techniques to a more constructivism paradigm by using immersive learning simulations has both advantages and disadvantages. Immersive learning simulations could in the future affect multiple professions ranging from academics and business to instructional design and game development. Works Cited Arseneau, R., & Rodenburg, D. (1998). The Developmental Perspective: Cultivating Ways of Thinking. In D. D. Pratt (Ed.).Five Perspectives on Teaching in Adult and Higher Education.Malabar, FL: Krieger. Byrnes, J. P. (1996).Cognitive Development and Learning in Instructional Contexts. Boston: Allyn and Bacon. Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19 (3), 335-353. , R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom.Science and Children, 24, 31-32. Anuradha A. Gokhale http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html Research River II Thesis statement: Since constructive learning is fundementally different than traditional instruction how can instructional designers effectively analize needs, tasks, and outcomes using activity theory. What is activity theory? The activity theory has its origins among the classical philosophy of Kant and Hegel, but was the foundation for the contemporary philosophies of Marx and Engels and the Soviet cultural-historical psychology of Vygotsky, Leont’ev, and Luria. The activity theory postulates that “conscious learning emerges from activity (performance), not as a precursor to it.” (Jonassen and Rohrer-Murphy, 2010) Essential the activity theory allows us an alternative way of observing human thinking and activity. Activity theory is a socio-cultural, socio-historical lens through which designers can analyze the human activity systems. It focuses on the interaction of human activity and consciousness within its relevant environmental context. (Jonassen and Rohrer-Murphy, 2010) The activity theory is more of a “philosophical framework for studying different forms of human praxis as developmental processes, both individual and social levels interlinked at the same time", it is object orientended, views people not as processors but embedded actors in the hierarchical analysis of motivated human action (goals). Activity theory considers the entire work/activity system i.e. teams, organizations, clubs. “Activity cannot be understood or analyzed outside the context in which it occurs. So when analyzing human activity, we must examine not only the kinds of activities that people engage in but also who is engaging in that activity, what their goals and intentions are, what objects or products result from the activity, the rules and norms that circumscribe that activity, and the larger community in which the activity occurs.” (Jonassen and Rohrer-Murphy, 2010) Understanding the Activity System Any activity involves a subject, the object of the activity, the tools that are used in the activity, and the actions and operations that affect an outcome. (Nardi, 1996) The work/activity system must identify a motivated activity directed at an object (goal), activities consist of goal-directed actions that are conscious. To reach an outcome it is necessary to produce certain objects for example experiences, knowledge, and physical products, the human activity is mediated by artefacts (tools used, documents, recipes) as well as by an organization or community. The diagram featured below shows the Activity System (Engestrom). (Learning-theories.com) Subject -the individual or group of actors engaged in the activity. Object – the physical or mental product that is sought. The object is acted on by the subject. Tools- could be anything used in the transformation process. Activity – consists of a goal-directed hierarchy of actions. Using activity theory as a framework for designing constructivist learning environments (CLEs) The constructivist’s approach as a learning and teaching paradigm are clearly based on different assumptions than classical or more traditional approaches to instructional design. Therefore traditional and classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). CLEs are activity-oriented and instructional designers need to be more aware of the context in which learning and performance occurs, and using the activity theory as a framework for understanding activity in context. “For example, behavioral and job analysis techniques and learning analysis methods, such as hierarchical task (prerequisites) analysis, or even cognitive task analysis methods, cannot provide an appropriate foundation for designing CLEs because they assume that relevant knowledge can be embedded in the instruction for transfer to the learner in any context.” (Jonassen and Rohrer-Murphy) Activity theory can be used as a framework in designing CLEs because it shares many of the same assumptions of constructivism. The following are the Engestrom (1987) steps to applying the activity theory to instructional design: Step one- Clarify purpose of activity system Step two – Analyze the Activity System Step three – Analyze the Activity Structure Step four – Analyze tools and mediators Step five - Analyze the context Step six – Analyzing activity system Dynamics Conclusions The use of activity based learning in the framework for describing the components and their interrelationships in constructivists learning environments. Activity theory can be used to aid instructional designers with the social and conceptual context of effectively designing content for CLEs. Works Cited Jonassen, D., & Rohrer-Murphy, L. (2010). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79. Rizzo, Antonio (03/01/1998). "Context and Consciousness: Activity Theory and Human Computer Interaction, Bonnie A. Nardi (ed.)". User modeling and user-adapted interaction (0924-1868), 8 (1), p. 153. Learning Theories Knowledgebase (2010, October). Activity Theory at Learning-Theories.com. Retrieved October 22nd, 2010 from http://www.learning-theories.com/activity-theory.html Nardi, B,A. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. In B.A Nardi (Ed.), Context and consciousness: Activity theory and human-computerinteraction. Cambridge, MA: MIT Press.
Introduction
Programs such as Second Life enable learners to interact with each other in a way that traditional learning can not provide. Immersive learning simulations (ILS) have potential long term applications in both business and academics. Whether the use is for business of academics the topic of immersive learning simulations deserves to be examined and explored.
Defining an immersive learning simulation
The field of gaming education has come a long way from the early stages of simulation learning, games like The Oregon Trail or Reader Rabbit, allowed the learner to learn while completing a game and at the same time teaching multiple concepts like decision making and critical thinking. The saturation of the internet combined with improvements in the field of distance education has caused a shift away from the tradition learning framework to more of a constructivism learning theory.
Constructivism can be applied to both to learning theory and to epistemology, both in how people acquire knowledge. Constructivism is the theory that states “people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.” (Constructivism as a Paradigm)
The constructivism approach fits with immersive learning simulations because the emphasis is placed on the learner, rather than the teacher, to explore the environment and learn through those experiences. The constructivism paradigm does not mean that the role of a teacher is not active or that their subject matter expertise carries less of an impact or value; it allows the teacher to help the learner construct their own knowledge base instead of the more traditional approach of recitation of facts. This approach can transform the student from a passive learner, only accepting the knowledge or lecture, to an active learner, one that acquires their own knowledge and builds on their own set of conclusions and tests. “Students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions. They become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings.” (Constructivism as a Paradigm)
The grid pictured below outlines some of the contrasts between the objectivist and constructivist approaches to teaching and learning.
Advantages and disadvantages of immersive learning simulations
Immersive learning simulations can have many advantages as well as some disadvantages. According to Cantoni, Cellario and Porta some of the advantages to e-learning are; it is usually less expensive to deliver, it is self-paced (usually, e-learning courses can be taken when they are necessary), it is faster (learners can skip material they already know), it provides consistent content (while in traditional learning different teachers may teach different material about the same subject), it works from anywhere and anytime (e-learners can take training sessions when they want), it can be updated easily and quickly (online e-learning sessions are especially easy to keep up-to-date because the updated materials are simply uploaded to a server), it can lead to an increased retention and a stronger grasp on the subject (because of the many elements that are combined in e-learning to reinforce the message, such as video, audio, quizzes, interaction, etc.), it can be easily managed for large groups of students.
Some of the disadvantages and risks to e-learning are; it may cost more to develop, it requires new skills in content producers, and still has to clearly demonstrate a return on investment. Additionally, related technology may be intimidating, confusing or simply frustrating, lacking part of the informal social interaction and face-to-face contact of traditional classroom training. Enabling technology might also be costly, especially in case of advanced visually-rich content. Moreover, e-learning requires more responsibility and self-discipline for the learner to keep up with a more free and unconstrained learning process and schedule.
Focus on collaborative learning
Research shows that development of a sense of community among individuals in a computer supported collaborative learning (CSCL) environment improves learning outcomes in such environments (Kreijins, Kirschner, & Jochems, 2003). Collaborative learning can be defined as an instructional method in which students work in groups toward a common academic goal.( Anuradha A. Gokhale ) According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals.
Through the lens of a constructivists, collaborative learning enhances not simply taking in new knowledge but working with groups to construct their own ideas, information and knowledge.
Conclusion
There are many more areas of research that can be explored through immersive learning simulations and its applications. The shift from traditional teaching techniques to a more constructivism paradigm by using immersive learning simulations has both advantages and disadvantages. Immersive learning simulations could in the future affect multiple professions ranging from academics and business to instructional design and game development.
Works Cited
Arseneau, R., & Rodenburg, D. (1998). The Developmental Perspective: Cultivating Ways of Thinking. In D. D. Pratt (Ed.). Five Perspectives on Teaching in Adult and Higher Education. Malabar, FL: Krieger.
Byrnes, J. P. (1996). Cognitive Development and Learning in Instructional Contexts. Boston: Allyn and Bacon.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19 (3), 335-353.
, R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom. Science and Children, 24, 31-32.
Anuradha A. Gokhale http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html
Research River II
Thesis statement: Since constructive learning is fundementally different than traditional instruction how can instructional designers effectively analize needs, tasks, and outcomes using activity theory.
What is activity theory?
The activity theory has its origins among the classical philosophy of Kant and Hegel, but was the foundation for the contemporary philosophies of Marx and Engels and the Soviet cultural-historical psychology of Vygotsky, Leont’ev, and Luria. The activity theory postulates that “conscious learning emerges from activity (performance), not as a precursor to it.” (Jonassen and Rohrer-Murphy, 2010) Essential the activity theory allows us an alternative way of observing human thinking and activity.
Activity theory is a socio-cultural, socio-historical lens through which designers can analyze the
human activity systems. It focuses on the interaction of human activity and consciousness within its relevant environmental context. (Jonassen and Rohrer-Murphy, 2010) The activity theory is more of a “philosophical framework for studying different forms of human praxis as developmental processes, both individual and social levels interlinked at the same time", it is object orientended, views people not as processors but embedded actors in the hierarchical analysis of motivated human action (goals). Activity theory considers the entire work/activity system i.e. teams, organizations, clubs.
“Activity cannot be understood or analyzed outside the context in which it occurs. So when analyzing human activity, we must examine not only the kinds of activities that people engage in but also who is engaging in that activity, what their goals and intentions are, what objects or products result from the activity, the rules and norms that circumscribe that activity, and the larger community in which the activity occurs.” (Jonassen and Rohrer-Murphy, 2010)
Understanding the Activity System
Any activity involves a subject, the object of the activity, the tools that are used in the activity, and the actions and operations that affect an outcome. (Nardi, 1996) The work/activity system must identify a motivated activity directed at an object (goal), activities consist of goal-directed actions that are conscious. To reach an outcome it is necessary to produce certain objects for example experiences, knowledge, and physical products, the human activity is mediated by artefacts (tools used, documents, recipes) as well as by an organization or community.
The diagram featured below shows the Activity System (Engestrom). (Learning-theories.com)
Subject -the individual or group of actors engaged in the activity.
Object – the physical or mental product that is sought. The object is acted on by the subject.
Tools- could be anything used in the transformation process.
Activity – consists of a goal-directed hierarchy of actions.
Using activity theory as a framework for designing constructivist learning environments (CLEs)
The constructivist’s approach as a learning and teaching paradigm are clearly based on different assumptions than classical or more traditional approaches to instructional design. Therefore traditional and classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). CLEs are activity-oriented and instructional designers need to be more aware of the context in which learning and performance occurs, and using the activity theory as a framework for understanding activity in context.
“For example, behavioral and job analysis techniques and learning analysis methods, such as hierarchical task (prerequisites) analysis, or even cognitive task analysis methods, cannot provide an appropriate foundation for designing CLEs because they assume that relevant knowledge can be embedded in the instruction for transfer to the learner in any context.” (Jonassen and Rohrer-Murphy)
Activity theory can be used as a framework in designing CLEs because it shares many of the same assumptions of constructivism.
The following are the Engestrom (1987) steps to applying the activity theory to instructional design:
Step one- Clarify purpose of activity system
Step two – Analyze the Activity System
Step three – Analyze the Activity Structure
Step four – Analyze tools and mediators
Step five - Analyze the context
Step six – Analyzing activity system Dynamics
Conclusions
The use of activity based learning in the framework for describing the components and their interrelationships in constructivists learning environments. Activity theory can be used to aid instructional designers with the social and conceptual context of effectively designing content for CLEs.
Works Cited
Jonassen, D., & Rohrer-Murphy, L. (2010). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79.
Rizzo, Antonio (03/01/1998). "Context and Consciousness: Activity Theory and Human Computer Interaction, Bonnie A. Nardi (ed.)". User modeling and user-adapted interaction (0924-1868), 8 (1), p. 153.
Learning Theories Knowledgebase (2010, October). Activity Theory at Learning-Theories.com. Retrieved October 22nd, 2010 from http://www.learning-theories.com/activity-theory.html
Nardi, B,A. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. In B.A Nardi (Ed.), Context and consciousness: Activity theory and human-computerinteraction. Cambridge, MA: MIT Press.